...History Of Chocolate The first recorded evidence of chocolate as a food product goes back to Pre-Columbian Mexico. The Mayans and Aztecs were known to make a drink called "Xocoatll from the beans of the cocoa tree. In 1528, the conquering Spaniards returned to Spain with chocolate still consumed as a beverage. A similar chocolate drink was brought to a royal wedding in France in 1615, and England welcomed chocolate in 1662. To this point "chocolate" as we spell it today, had been spelled variously as "chocalatall, "jocolatte", "jacolatte", and "chockelet.11 In 1847, Fry & Sons in England introduced the first "eating chocolate," but did not attract much attention due to its bitter taste. In 1874, Daniel Peter, a famed Swiss chocolateer, experimented with various mixtures in an effort to balance chocolates rough flavor, and eventually stumbled upon that abundant product -- milk. This changed everything and chocolate's acceptance after that was quick and enthusiastic. Growing Cocoa Beans Cocoa beans are usually grown on small plantations in suitable land areas 20 degrees north or south of the Equator. One mature cocoa tree can be expected to yield about five pounds of chocolate per year. These are planted in the shade of larger trees such as bananas or mangos, about 1000 trees per hectare (2,471 acres). Cocoa trees take five to eight years to mature. After harvesting from the trees, the pods (which contain the cocoa beans) are split open, beans removed...
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...Defining “Modern History”: The Impact of the French Revolution The French Revolution of 1789 was major turning point in European history because it redefined the image of nation in a way never seen before as the people gained political control over their own nation. Therefore the aspects of this revolution have been debated as the beginning concept of “modern history.” This concept is derived from how the French Revolution demonstrated the will of the citizens as a political entity that could dictate governmental change by showing how the people, not the monarchy, could reform a nation. Through the establishment of a new government by the people, new institutions and policies were developed that the world we live as modern; such innovations included a system of power based on wealth and status instead of birth, and a new state bureaucracy. The ideas that drove the revolution came from the innovative thinkers of the Scientific Revolution and Enlightenment, and inspired the people of France to question those who reigned over them. While the events of the French Revolution transformed France, the reign of Napoleon turned the revolution into a European event by sparking revolution in countries that had not already. Napoleon’s conquests helped spread the mind set created in the French Revolution around Europe. The French Revolution marked the beginning of “modern history,” because the revolutionary ideas that it created sparked the creation of citizen-governed nations across Europe...
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...Doran Fogle The French Revolution, which included Napoleon’s reign, is considered a major turning point in world history. This revolution led to major changes in France and other nations and regions worldwide, inspiring and acting as a catalyst to many more movements across the world. Social, political, and economic circumstances in France contributed to the disapproval felt by many French people, especially those in the third estate, who paid most of the taxes. The unfair power of the king, unfair taxation, new ideas, and stories of people who had it better frustrated this third estate and brewed deep in France, with no attention from the king his cauldron boiled over. King Louis XIV and Louis XVI had extravagant lifestyles which caused many political concerns. France was spending more money than it was...
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...upheaval in the 18th century, the French Revolution. It was one aspect of a broader pattern of change that, since the Renaissance and Reformation, has set the West on a different path of development from that of the rest of the world. This pattern included the individualism and, in the end, the secularism, that was the Protestant legacy. It also included the rise of science, as a method and as a practice. This culminated in explosive events toward the end of the 18th century. The French Revolution ‘was a phenomenon as awful and irreversible as the first nuclear explosion, and all history has been permanently changed by it.’ The French Revolution is largely regarded as an important event in modern international history because of the way it has had international impact and continued to have international repercussions and influences on society and thought today. This essay will look at different aspects of the French Revolution and discuss how the different components of the revolution have affected the world and the impact of these at the time of the event. For the purposes of this essay the French Revolution will be defined as the insurrection in France that began in 1789 and ended in 1815 with the defeat of Napoleon at the Battle of Waterloo. The actual dates of the revolution are widely contested but for the purposes of this essay, these dates will be used as a framework. Modern international will be assumed to mean the period of history from the Napoleonic Wars. No single...
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...In The year 1997 the British retailer “French Connection” began importing its products into the United States with its maximum location of branches attained twenty-three. The company began to blossom with business in the late nineties and early twenties because of its “FCUK” campaign. It brought interest to shoppers to see a rebellion; swear words all over clothing items and also worn as a fashion statement. But soon enough the “FCUK” campaign was going to get decrepit. In the year 2006, the company was forced to shut down. Today there are three out of twenty-three stores left in the United States which equals to thirteen percent of the company in the United States. French Connections and other companies around the U.S deteriorated during the...
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...| History Culminating | Formal Written Report | | | | | Throughout the 20th Century in Canada there have been large amounts of tension and hostility between two of the largest ethnic groups, French and English Canadians. Both groups have attempted to gain the upper hand in battles over politics, language, religion, and culture. It is unfortunate that this bitter battle between Canadians is still taking place today. It is worth noting that the French make up 24% of Canada’s population, about 6.5 million, 6.2 million are living in Quebec. The three main historical events that have pushed relationships between French and English Canadians to the breaking point that ultimately led to violence and the threat of separation are the Manitoba School Question, Conscription in World War I, and the October Crisis. The Manitoba Schools Question began in 1890 with the abolishment of public funding to Catholic Schools, and ended with the Laurier-Greenway compromise in late 1896. “The 1870 Manitoba Act established a dual system of Protestant and Roman Catholic Schools” (Crunican, Paul E. Pg. 1). This meant that The Board of Education used public funding for both Protestant and Catholic Schools. In later years the French Roman Catholic population decreased rapidly as the English Protestant population increased, and became a large majority in Manitoba. Liberal Premier of Manitoba, Tomas Greenway abolished the Board of Education and public funding to Catholic...
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...Marc Bloch, the French historian, a founder of the Annales School of historical thought, murdered by the German Gestapo in 1944 as part of the French Resistance to the Vichy government, in his “memorandum of a craftsman,” attained two goals. The first goal he accomplished was to defend and elucidate why one should study history, and the second goal was to expound how one should study history. Though he wasn’t able to finish this book but we can say that this book was successful in creating an image of history by introducing it to a whole new height of prominence from the beginning phase. “Tell me, Daddy. What is the use of history?” His famous opening lines gave an expression of a meaningful occasion in Bloch’s, and all humankind’s too. It seems that throughout the book he is trying to justify the ‘use’ of history by stating that it’s nothing but understanding and then application. He looked at the techniques of historical inquiry. He believed that history did provide entertainment and comfort although it was also serious and academic at the same time. He believed that it’s necessary for historians to prove themselves as a profession by good observation and transmitting common sense and history as a “legitimate form of knowledge” and proficient in nourishing the intellect as it is narrative and poetic too. It is this searching for legitimacy that takes us back to the empiricists, the school of thought Bloch is attempting to transcend. This school produced a history based solely...
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...• 017 General subject catalogs • 018 Catalogs arranged by author & date • 019 Dictionary catalogs • 020 Library & information sciences • 021 Library relationships • 022 Administration of the physical plant • 023 Personnel administration • 024 Not assigned or no longer used • 025 Library operations • 026 Libraries for specific subjects • 027 General libraries • 028 Reading, use of other information media • 029 Not assigned or no longer used • 030 General encyclopedic works • 031 General encyclopedic works -- American • 032 General encyclopedic works in English • 033 General encyclopedic works in other Germanic languages • 034 General encyclopedic works in French, Provencal, Catalan • 035 General encyclopedic works in Italian, Romanian, Rhaeto-Romanic • 036 General encyclopedic works in Spanish & Portuguese (Latin American) • 037 General encyclopedic works in Slavic languages • 038 General encyclopedic works in Scandinavian languages • 039 General encyclopedic works in other languages • 040 Not assigned or no longer used • 041 Not...
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...History, Memory, and Monuments: An Overview of the Scholarly Literature on Commemoration Kirk Savage, University of Pittsburgh (…) The first key question might be, what is commemoration? Dictionary definitions tell us that to commemorate is to “call to remembrance,” to mark an event or a person or a group by a ceremony or an observance or a monument of some kind. Commemorations might be ephemeral or permanent; the key point is that they prod collective memory in some conspicuous way. French sociologist Maurice Halbwachs ushered in the modern academic study of collective memory with his book The Social Frameworks of Memory (1925) in which he argued that all memory – even personal memory – is a social process, shaped by the various groups (family, religious, geographical, etc.) to which individuals belong. In an even more influential posthumous essay, “Historical Memory and Collective Memory” (1950), published after his death in a Nazi concentration camp, Halbwachs insisted on a distinction between history and collective memory: history aims for a universal, objective truth severed from the psychology of social groups while “every collective memory requires the support of a group delimited in space and time.” Thus our view of the past does not come primarily from professional historical scholarship but from a much more complicated and interwoven set of relationships to mass media, tourist sites, family tradition, and the spaces of our upbringing with all their regional...
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...nation. “Nation” is the last level of social development. My thesis is based on historical evidences and views of famous historians. The conclusion I made, after getting acquainted with some sources, is that nations have developed during the XVth or XVIth century, more precisely after the Great French Bourgeois Revolution in 1789. The nation is not the first step in human development. According to Professor Lachesar Dachev’s textbook “Studies for the state”: “The humans form many and different unions. The most general and basic is the “ethnos”. … The ethnos is the first and the original characteristic of every man. There is no man without an ethnos.” Another definition of ethnos is made by J.V.Bromlay and V.I.Kozlov: “The ethnos is strange historically formed kind of social group of people, united form of their existence. It is set up and develops in natural-historical way; it does not depend on the resolution of the individuals in it and is capable of existence in many centuries thanks to its reproduction.” The first kind of ethnical union is the tribe. Tribes are formed on the base of blood relationship which is the most general unifying factor. Antiquity is the period in human history when ethnos and tribe appear. They characterize all antique states. Even Ancient Egypt and Rome are unions of different tribes. With the end of the Antiquity is set the end of tribes. The Middle Age is historical period which follows the Antiquity and this is the time when the second kind...
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...All history is historiography, and none of it is objective. All history is historiography, and none of it is objective. History is not just what really happened in the past, but a complex intersection of truths, bias and hopes. History encompasses at least three different ways of accessing the past: it can be remembered, recovered or even invented. All are imperfect in some way. No historian or historical source reveals the full and unvarnished truth, so memory is a imperfect guide. Sometimes the significance of recovered data is hard to determine. Furthermore, many rumored "histories" can be shown to have been invented; at the same time, however, these fabrications still tell us much about a society's beliefs and dreams. In reality, the best histories are the best stories. History is anything but an endeavor that should be consigned to some dusty shelf on the top floor of a library nobody ever visits. It's, ironically, the most modern, most relevant, most incendiary discipline there is, to judge by nothing more than the number of car bombings, shootings and other atrocities committed in the name of warring pasts. Edward Said’s “Orientalism” has reverberated in each of the disciplines that collectively constitute Middle East Studies, including history. The book had positive effects. It forced us to take seriously the reality of the power relations produced and reinforced by British and French colonialism, and to detect the way in which those power relations...
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...HISTORY 4C: WESTERN CIVILIZATION: 1715-PRESENT Description of the Course: This course surveys the history of Europe from the beginning of the 18th century until the end of the 20th century. We will study major political, economic, social and intellectual developments that affected European societies during that time period and changed lives of people throughout the world. Major themes of the course will include the French and Industrial Revolutions, emergence of ideologies such as liberalism, nationalism and socialism as well as their practical impact on politics and culture, the rise and fall of European global dominance, wars and revolution of the 20th century. Goals of the Course: I. Understanding Historical Heritage of our Civilization: The major purpose of this course is to familiarize you with heritage of the western civilization and help you understand significance of its impact on contemporary world. This class will aim to illustrate how the past impacts people’s lives in the present and how our actions, ideas, and self-image are shaped by historical developments. II. Acquiring Critical Thinking: History consists of more than just memorization of names, dates and narratives of historical events. Although knowledge of factual information is imperative, it is important to realize that history is interpretation of facts, trends and ideas. Therefore, neither professor nor Teaching Assistants will give you “right” or “wrong” answers. Instead, another major...
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...academic discipline. For a general history of human beings, see History of the world. For other uses, see History (disambiguation). Page semi-protected Historia by Nikolaos Gysis (1892) Those who cannot remember the past are condemned to repeat it.[1] —George Santayana History (from Greek ἱστορία - historia, meaning "inquiry, knowledge acquired by investigation"[2]) is the discovery, collection, organization, and presentation of information about past events. History can also mean the period of time after writing was invented. Scholars who write about history are called historians. It is a field of research which uses a narrative to examine and analyse the sequence of events, and it sometimes attempts to investigate objectively the patterns of cause and effect that determine events.[3][4] Historians debate the nature of history and its usefulness. This includes discussing the study of the discipline as an end in itself and as a way of providing "perspective" on the problems of the present.[3][5][6][7] The stories common to a particular culture, but not supported by external sources (such as the legends surrounding King Arthur) are usually classified as cultural heritage rather than the "disinterested investigation" needed by the discipline of history.[8][9] Events of the past prior to written record are considered prehistory. Amongst scholars, the 5th-century BC Greek historian Herodotus is considered to be the "father of history", and, along with his contemporary...
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...American History: Our Hope for the Future Today, history, as a body of knowledge, encircles not only the events of the past but also the consequences that affect our future. History shapes our lives today. It largely affects the way we think, speak, and interact with each other is all affected by history. The impact of history on society is so significant, it practically molds our future. Look around, we have running water, telephone, electricity, vehicles, and so much more inventions that make life simpler. However, if someone in the past had not thought of these inventions then our present would be completely different. History has a such an enormous impact on society because the interaction between the society and its past is an unending one. History is not simply about facts and dates, instead look at it as if it was a map. It helps provide information that dictates where we came from and where we are going. Decisions and events in history have directed events in the present. Visualize a world without the modern medicine we have today. It’s hard to believe that a few centuries ago diseases were viewed to be caused by evil spirits or it was punishment for sinners. In the 19th century, Louis Pasteur’s work led to the acceptance of the germ theory, this allowed for cures to developed to destroy many...
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...Zinn’s A People’s History of the United States, there is a much greater understanding of what Columbus actually did. History needs to be through different viewpoints or the true history of life isn’t told; learners can’t perish to one view on history. Nations and communities have different viewpoints for example. Nations view history as Columbus viewed it while communities view history as the oppressed viewed it. While the views are associated with two different history writing styles in the chapter that Zinn provides, different views are essential when it comes to learning history. National collective memory is associated massively to the leader’s perspective, for example Columbus’s viewpoint; communal collective memory is linked heavily to the oppressed perspective such as the experiences of the Arawaks. The first chapter titled Columbus, The Indians, and Human Progress Zinn analyzed the untold history of what Columbus actually did back in 1492. Zinn provides us two different types of history writing. One type is the history of Columbus in Columbus’s own point of view. This is the type that students briefly learned about in high school modern history courses and of historians. Some historians basically sympathize with Columbus’s perspective. He was a hero for finding new land and supposedly bringing gold back to the King and Queen. Many students didn’t know there were other viewpoints so they believed in that one view. Zinn states, “When we read the history books given to children...
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